Socially Just Pedagogies, Capabilities and Quality in Higher Education Global Perspectives 1st Edition by Melanie Walker, Merridy Wilson Strydom ISBN 1137557850 9781137557858

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ISBN 10:      1137557850
ISBN 13: 978-1137557858
Author:       Melanie Walker, Merridy Wilson-Strydom

Socially Just Pedagogies, Capabilities and Quality in Higher Education Global Perspectives 1st Table of contents:

Part I: Introducing

• Chapter 1: Thinking About the University Context and Socially Just Pedagogies
  • Higher Education as a Space for Justice
  • Turning to Pedagogy and What It Means to Be Educated
  • Pedagogic Possibilities, Pedagogic Inequalities
  • Our Aims and Chapters Overview
  • References

Part II: Conceptualizing and Practising

• Chapter 2: Framing Pedagogic Justice

  • The E/quality Challenges
  • Justice Possibilities: Teaching and Learning
  • Pedagogical Justice and Sen
  • Pedagogic Justice for Freedoms and Fairness
  • Beyond Technical-Rational Teaching
  • Public Reasoning
  • Public-Social Values
  • Rights
  • By Way of Conclusion: What Is Missing?
  • References

• Chapter 3: Sociological Knowledge and Transformation

  • Introduction
  • Background to the Case of Socially Just Pedagogy at Diversity University
  • Inequities in UK Higher Education
  • The ‘Pedagogic Quality and Inequality’ Research Project (2008–2012)
  • Socially Just Pedagogies at Diversity University: An Account by Lecturers Jenkins and Barnes
  • Contextualizing and Conceptualizing Socially Just Pedagogies
  • Examples of How Socially Just Pedagogy Is Embedded Within a Sociology Curriculum
  • Conclusion
  • Notes
  • References

• Chapter 4: Pedagogic Rights for Transformative Student Learning: What Do Lecturers Say and Do?

  • Introduction
  • Capabilities Approach
  • Bernstein’s Pedagogic Rights
  • Pedagogic Rights and Capabilities Formation
  • Methodology
  • Good University Teaching and Pedagogic Rights
  • Pedagogic Practices and Pedagogic Rights
  • Conclusion
  • References

• Chapter 5: Participatory Parity and Emerging Technologies

  • Introduction
  • Emerging Technologies
  • Theoretical Framework: Fraser’s Participatory Parity
  • The Three-Dimensional View of Social Justice
  • Affirmative and Transformative Approaches
  • Methodology
  • Analysis of Interviews from Fraser’s Three-Dimensional Social Justice Perspective
  • Resource Constraints (the Economic Dimension)
  • Affirmative Approaches to Teaching with Technology in the Economic Dimension
  • Transformative Approaches to Teaching with Technology in the Economic Dimension
  • The Cultural Dimension: Issues of Misrecognition
  • Affirmative Approaches to Teaching with Technology in the Cultural Dimension
  • Transformative Approaches to Teaching with Technology in the Cultural Dimension
  • Affirmative Approaches to Teaching with Technology in Terms of the Political Dimension
  • Transformative Approaches to Teaching with Technology in Terms of the Political Dimension
  • Conclusion
  • References

• Chapter 6: Humanistic Education for Teaching in a Globalizing World

  • Introduction
  • Introducing the Summer School on Pluralism, Development, and Social Change
  • Teaching and Learning in a Globalizing World
  • Human Development and Humanistic Education
  • Summer School Experiences
  • Getting Started: Putting Together a Microcosm
  • Understanding and Comparing Reason to Value
  • Seeing the World Through Someone Else’s Eyes
  • Socially Just Pedagogies Can Only Go So Far
  • Notes
  • References

• Chapter 7: Fostering Cosmopolitan Dispositions

  • Introduction
  • Cosmopolitanism
  • Classical Cosmopolitanism
  • Neo-cosmopolitanism
  • A Cosmopolitan Education
  • Cosmopolitan Praxis
  • Matrix of Capabilities
  • Scenario 1: Globalization Through an ESOL Lens
  • Scenario 2: Issues in Multiculturalism
  • Conclusion
  • Note
  • References

• Chapter 8: Designing Capability-Informed Pedagogy Using Participatory Student Research

  • Equity and Participation in South African Higher Education
  • Pathways for Access into Higher Education
  • Participatory Student Research
  • Conceptualizing Capabilities for Socially Just Pedagogy
  • Capabilities-Informed Pedagogy in Practice
  • Deliberative Participation
  • Critical Literacies
  • Knowledge and Research
  • Recognition
  • Affiliation
  • Values for the Public Good
  • Capability Development and a Resource Threshold
  • Conclusion
  • Notes
  • References

• Chapter 9: Voice, Identity, and Belonging: Making a Difference

  • The Challenge of Change
  • Context
  • Broad Responses
  • Putting in Place the Conditions for Socially Just Pedagogy
  • The Programme
  • Pedagogical Dimensions for Change
  • Structures
  • Teaching
  • Developing a Learning Community
  • Language and Learning
  • Feedback
  • Reflection
  • Curriculum Structure
  • Faculty Environment
  • Conclusion
  • Notes
  • References

• Chapter 10: Transforming the System from Within: Experiences of a Development Cooperation Master

  • Introduction
  • Purpose and Methodology
  • Programme Origins: Influences, Structure, and Governance
  • The First Four Years of the Master’s: 2007–11
  • Diversity and Participation as Sources for Learning
  • Critical Practice and Vision
  • The Second Stage of the Master’s: 2012–15
  • New Tensions Generated by Belonging to the Official University System
  • Informal Learning Spaces as a Way of Fostering a Critical Vision and Local and Global Links
  • Participatory Action-Research with Local Organisations as Pedagogy
  • Internships in the Global South
  • Conclusions: Transforming from Within?
  • Note
  • References

Part III: Synthesizing

• Chapter 11: Human Development as an Expansive Perspective on Socially Just Pedagogies and Quality
  • Introduction
  • Towards a Common Normative Positioning: A Human Development Approach
  • Pedagogies for Well-Being (‘Capabilities’ and ‘Functionings’)
  • Pedagogies for Agency
  • Pedagogies that Foster Public Reasoning and Participation
  • What About Human Capital?
  • Towards a Core Pedagogic Aim and Multi-dimensional Practices

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